Developmental Lesson Plan

Teacher Candidate: Zoe David Date: September 27, 2017

Group Size: 20 Allotted Time 45 minutes Grade Level 3

Subject or Topic: Science: Chemical Changes

Common Core/PA Standard(s):

Standard - 3.2.3.A4
Use basic reactions to demonstrate observable changes in properties of matter (e.g., burning,
cooking).

Learning Targets/Objectives:

Students will be able to perform, observe, and describe a chemical change by completing an
inquiry.
Assessment Approaches: Evidence:
1. Finger signaling 1. 3 fingers- I really understand
2. Inquiry sheet 2 fingers- I need a little more explanation
3 fingers- I need a lot more explanation
2. Students will fill out an inquiry sheet,
explain what happens when vinegar is added
to each substance.
Assessment Scale:
Excellent- 4 explanations correct
Good- 3 explanations correct
Fair- 2 explanations correct
Poor- 0-1 explanations correct

Subject Matter/Content:
Prerequisites:
Lab safety
Characteristics of physical changes from previous lesson
Key Vocabulary:
Chemical change- a change in matter in which one kind of matter becomes one or more new
kinds of matter

Content/Facts:
Chemical changes occur when matter becomes a new kind of matter.
Some example are digestion, burning, rusting, cooking/baking
Signs of a chemical change are: light and heat, formation of gas, color change
Introduction/Activating/Launch Strategies:

Today we will explore chemical changes and perform an inquiry with substances and
vinegar
Watch a Brain Pop video about physical changes
o Watch from 2:45 until end
https://jr.brainpop.com/science/matter/physicalandchemicalchanges/
Development/Teaching Approaches

Before students arrive:

o Fill pipets with vinegar
o Divide cups into sets of four and mark them flour, baking soda, sugar and
salt
o Put about a teaspoon of each powder into the cups labeled with its name
o Divide the plate into quarters with a sharpie and label the quarters with the
powders names
o For each group of students, prepare trays which will have a pipet of vinegar,
set of four cups of the powders, plate, spoon, and paper towel
Have you ever wondered why an apple turns brown after you cut it?
The reason for this is a chemical change taking place
A chemical occurs when one kind of matter becomes one or more new kinds of matter
Give each student a graphic organizer and tell them we will be filling it out together.
The teacher will be using the Elmo and students will be filling out their copies.
There are three signs that indicate that a chemical change has taken place.
The first sign is that the color changes.
o What do you think an example of this would be? (the apple turning brown)
The second sign is that gas forms.
o What do you think an example of this would be? (adding antacid (Tums) to
water). I
o As carbon dioxide escapes from liquid, bubbles form
The third sign is that heat and light are released.
o What do you think an example of this would be? (wood burning)
o As log burns, the wood changes to carbon dioxide and ash
Please cut along the dotted lines and tape the paper into your science notebooks
Tell students its time to become scientists and perform an inquiry with their
tablemates
Pass out the data sheets and trays of materials
Explain to students that they are going to do an experiment using four solids and one
liquid, and tell them what the substances and other materials on the tray are.
Tell them that scientists are careful when mixing things and that they watch closely to
see what happens when things are mixed together.
Have students practice with water-filled pipetss first to learn to control the amount of
drops.
Tell the students to rotate the responsibility of putting drops of vinegar on the white
powders.
 Tell students to use the spoon to place a very small amount of white powder in each
quarter as the teacher calls out the powder. Do baking soda last.
Tell students to put a few drops of vinegar on the flour and then record what happens
on their data sheet. Continue through the powders saving baking soda for last.
Teacher will be walking around the room and answering questions as necessary
Closure/Summarizing Strategies:
Have some students volunteer to share the results from their data sheets
How could you tell that a chemical reaction took place? Which sign? (formation of
gas)
Today we learned about chemical changes and the signs that indicate these changes are
taking place by completing an experiment. Tomorrow, we will be learning about
mixtures and solutions.
Tell students to hand in their science notebooks on the way out

Accommodations/Differentiation:

Visual learners are able to utilize the video and teacher writing on the paper using the
Elmo.
Auditory learners are able to listen to the video, teacher as she explains the concepts,
and to their peers as they share.
Tactile learners are able to participate in the inquiry and learn through this hands-on
experience of chemical reactions.
A student with a visual impairment would be giving preferential seating and an
enlarged copy of the inquiry sheet.
Materials/Resources:
Vinegar
Baking soda
Salt
Sugar
Flour
Trays
Small Styrofoam plates
Plastic spoons
3 oz. paper cups
pipets
Inquiry sheets
Inspiration for graphic organizer: https://www.teacherspayteachers.com/Product/Evidence-of-
Chemical-Changes-82712
Brain Pop Jr. https://jr.brainpop.com/science/matter/physicalandchemicalchanges/
SAS http://pdesas.org/Standard/View#
Young, R. M. (2009). Matter: Super Science Activities. Westminster, CA: Teacher Created
Materials, Inc.
Badders, W. (2007). Houghton Mifflin Science. Boston, MA: Houghton Mifflin.
Hackett, J., Moyer, R., Vasquez, J., Teferi, M., Zike, D., LeRoy, K., . . . Wheeler, G. (2011).
Science. a closer look (Grade 3 Teacher's Edition ed., Vol. 3). Columbus, OH:
Macmillan/McGraw-Hill.
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

How was my pacing for the content part of this lesson?

What could I do to improve this activity?

Additional reflection/thoughts